Encounters with public art in teacher education: Timely pedagogies disrupting colonial relations with place
Bibliographic record
Abstract
Public art is placed in relation to its surroundings, conveying messages that are open to interpretation and thus proposing conversations between art/aesthetics, geography, histories and the subjectivity of the viewer. As such, it can engender possibilities to ‘politicize our relations with place’. Embracing the vision of a multidisciplinary assignment for an introductory course on place relations for first-year students in a Canadian teaching university, the authors designed an assignment of living inquiry with public art. The students placed themselves in relation to the art piece by studying the surrounding area of the artwork, embracing the propositions of the piece, and responding to those propositions artistically and through writing. What does it mean to live on Indigenous land? It was imperative to introduce conversations about the different but interconnected concepts of place and land that house public art pieces. The authors envisioned teacher education beyond the limits of a positivist dominant developmental lens that constrains holistic and critical possibilities to embrace decolonial acts. They asked: How might pre-service education disrupt the colonial inheritance and practices rooted in early childhood education? The students critically reflected on their geopolitical position, the contemporary issues of our time and the implications for their journey of becoming educators.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.022 | 0.017 |
| Scholarly communication | 0.010 | 0.005 |
| Open science | 0.002 | 0.013 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".